Action research in education

Action Research

Appropriate Context for Action Research in Education

According to Eileen Ferrance (2000) action research is normally utilized in a school setting with the goal of developing solutions to everyday, real problems or exploring ways to improve instruction and increase student achievement. In today's standards based achievement environment educators are taking increased responsibility for decisions pertaining to the operations of schools and are being held publicly accountable for student achievement results. The process is reflective and encourages inquiry and discussion as part of the study. The intent of action research is to enable practitioners to address concerns that are proximal in nature and to which they can exhibit some influence and enact change. This type of research is designed to facilitate the assessment of needs, documentation of procedures, analysis of results, and create new knowledge in order to inform the decisions necessary to improve academic outcomes.

The impetus for action research is often the desire to discover a plan for innovation or inter-vention and is collaborative. Richard Donato (2003) believes action research projects create knowledge, suggest the implementation of change, and improve practice and performance. The basic method in conducting an action research project include developing a plan for improvement, implementing the plan, observing and documenting the effects of the plan, and reflecting on the effects of the plan for further planning and informed action. One of the necessary ingredients for the success of an action research project is the positive influence of the organizational leaders in supporting a culture of collaboration and change. This includes a deep understanding of the organization, vision and insight, a desire for new knowledge and improved performance, and a willingness to effect change.

Due to the unique relationship between the practitioners and the subjects (students) of this type of study, Amanda Nolen and Jim Vander Putten (2007) contend that action research projects contain a multitude of ethical issues not present in traditional research projects. The authors raise three pertinent questions: 1) at what point does teaching become research and where does the accountability for this research lie, 2) are practitioners properly train to see the possible ethical pitfalls for this research, and 3) how are the rights and freedoms of the research participants protected.